scholarly journals Contributions of Learning through Service to the Ethics Education of Engineering Students

2016 ◽  
Vol 11 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Angela R Bielefeldt ◽  
Nathan Canney ◽  
Christopher Swan ◽  
Daniel W Knight
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Engineering Students ◽  
Ethics Education ◽  
Ethical Issues ◽  
Professional Societies ◽  
Survey Results ◽  
Survey Responses ◽  
Service Groups ◽  
Honor Societies

Previous studies have found that engineering students can learn about ethics, both microethical and macroethical, through service-learning courses and co-curricular community engagements. This research has sought to generate a national picture through survey responses of how ethical issues are taught in these settings. Based on survey results, individuals who taught courses that included service-learning (n=160) incorporated a median of 8 ethical topics. Among co-curricular engineering service groups like Engineers Without Borders, a median of 7 ethical topics were incorporated. Microethical topics were more common in service-learning courses compared to co-curricular activities. A smaller percentage of co-curricular activities such as professional societies (39%), honor societies (39%), and design competitions (21%) indicated that students learned about ethics through working with communities. A range of teaching methods complemented the community engagement activities, with discussions and lectures used in over half of all learning through service settings. Assessment of students’ learning on ethical topics was nearly universal in service-learning courses (94%), but uncommon in co-curricular engineering service settings (less than 14%). These results provide ideas on ethics topics that can be infused into community engagement activities, complemented by various teaching and assessment methods.

Software Engineering Ethics Education

2015 ◽  
pp. 228-250 ◽  
Author(s):  
Gada Kadoda
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Ethics Education ◽  
Ethical Issues ◽  
Engineering Ethics ◽  
Software Engineers ◽  
Engineering Ethics Education ◽  
Service Learning Projects ◽  
Human Desire

The difficulties inherent in the nature of software as an intangible object pose problems for specifying its needs, predicting overall behavior or impact on users, and therefore on defining the ethical questions that are involved in software development. Whereas software engineering drew from older engineering disciplines for process and practice development, culminating in the IEEE/ACM Professional Code in 1999, the topic of Software Engineering Ethics is entwined with Computer Science, and developments in Computer and Information Ethics. Contemporary issues in engineering ethics such as globalization have raised questions for software engineers about computer crime, civil liberties, open access, digital divide, etc. Similarly, computer-related ethics is becoming increasingly important for engineering ethics because of the dominance of computers in modern engineering practice. This is not to say that software engineers should consider everything, but the diversity of ethical issues presents a challenge to the approach of accumulating resources that many ethicists maintain can be overcome by developing critical thinking skills as part of technical training courses. This chapter explores critical pedagogies in the context of student outreach activities such as service learning projects and considers their potential in broadening software engineering ethics education. The practical emphasis in critical pedagogy can allow students to link specific software design decisions and ethical positions, which can perhaps transform both student and teacher into persons more curious about their individual contribution to the public good and more conscious of their agency to change the conditions around them. After all, they share with everyone else a basic human desire to survive and flourish.

Engineering Ethics Education

2015 ◽  
pp. 133-143 ◽  
Author(s):  
Balamuralithara Balakrishnan
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Technological Development ◽  
Engineering Ethics ◽  
Major Elements ◽  
Ethical Education ◽  
Survey Results ◽  
Engineering Ethics Education ◽  
Students Attitudes

In this chapter, the importance of engineering ethics education in engineering programmes is discussed, involving major elements that build ethics education. Definitions and concepts of engineering ethics are introduced, along with an engineering code of ethics. Ethical education in engineering programmes is analyzed, focusing on teaching approaches and the effect of science and technological development on engineering socio-ethical issues. Survey results are presented, which illustrate students' attitudes toward engineering ethics, where it is found that students' attitudes were poor. Some strategies are suggested to improve engineering ethical education in engineering programmes.

Engineering Ethics Education

2016 ◽  
pp. 1383-1393
Author(s):  
Balamuralithara Balakrishnan
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Technological Development ◽  
Engineering Ethics ◽  
Major Elements ◽  
Ethical Education ◽  
Survey Results ◽  
Engineering Ethics Education ◽  
Students Attitudes

In this chapter, the importance of engineering ethics education in engineering programmes is discussed, involving major elements that build ethics education. Definitions and concepts of engineering ethics are introduced, along with an engineering code of ethics. Ethical education in engineering programmes is analyzed, focusing on teaching approaches and the effect of science and technological development on engineering socio-ethical issues. Survey results are presented, which illustrate students' attitudes toward engineering ethics, where it is found that students' attitudes were poor. Some strategies are suggested to improve engineering ethical education in engineering programmes.

Software Engineering Ethics Education

2016 ◽  
pp. 1068-1089
Author(s):  
Gada Kadoda
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Ethics Education ◽  
Ethical Issues ◽  
Engineering Ethics ◽  
Software Engineers ◽  
Engineering Ethics Education ◽  
Service Learning Projects ◽  
Human Desire

The difficulties inherent in the nature of software as an intangible object pose problems for specifying its needs, predicting overall behavior or impact on users, and therefore on defining the ethical questions that are involved in software development. Whereas software engineering drew from older engineering disciplines for process and practice development, culminating in the IEEE/ACM Professional Code in 1999, the topic of Software Engineering Ethics is entwined with Computer Science, and developments in Computer and Information Ethics. Contemporary issues in engineering ethics such as globalization have raised questions for software engineers about computer crime, civil liberties, open access, digital divide, etc. Similarly, computer-related ethics is becoming increasingly important for engineering ethics because of the dominance of computers in modern engineering practice. This is not to say that software engineers should consider everything, but the diversity of ethical issues presents a challenge to the approach of accumulating resources that many ethicists maintain can be overcome by developing critical thinking skills as part of technical training courses. This chapter explores critical pedagogies in the context of student outreach activities such as service learning projects and considers their potential in broadening software engineering ethics education. The practical emphasis in critical pedagogy can allow students to link specific software design decisions and ethical positions, which can perhaps transform both student and teacher into persons more curious about their individual contribution to the public good and more conscious of their agency to change the conditions around them. After all, they share with everyone else a basic human desire to survive and flourish.

An Ethics Briefing to an Executive Team

2020 ◽  
Vol 17 ◽  
pp. 149-164
Author(s):  
Robert A. Giacalone ◽  
Vickie Coleman Gallagher ◽  
Mark D. Promislo ◽  
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Real World ◽  
Group Work ◽  
Ethics Education ◽  
Ethical Issues ◽  
Business Ethics Education ◽  
Active Approach ◽  
Survey Results ◽  
Executive Teams

Business ethics education is most effective when students take an active approach and must respond to various demands and feedback. In this paper we describe a classroom exercise in which students are tasked with delivering an ethics briefing to “executive teams” (role played by other students or even by real executives). Through a combination of individual analysis and group work, students become immersed in real-world ethics problem-solving, in which there are no easy solutions. Students must defend their ethical recommendations as well as challenge those from other groups. The exercise concerns an existing controversial business called Seeking Arrangement. Survey results from graduate students who have participated in the exercise reveal that it is effective in producing better ethics problem solving, as well as greater confidence in addressing ethical issues.

Service-Learning Volunteerism Reboot

2020 ◽  
pp. 214-238
Author(s):  
Hannah Park ◽  
Jana Roberta Minifie
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Academic Community ◽  
Community Partner ◽  
Community Partners ◽  
Survey Results ◽  
Definition Of ◽  
The U.S

How universities adapt SL varies almost as much as the number of universities that offer those programs as SL can vary from volunteerism to internships. Seventy-seven SL administrators participated in a survey on the perceptions of the U.S. colleges on the definition of SL activities. The survey results indicated the participants less likely consider an academic community engagement project as a SL when it is paid by the community partner. This chapter examines the importance of including funded community engagement scholarship in SL activities. Following the survey results, the chapter further addresses how funding from community partners may strengthen the definition of SL by introducing The Design Laboratory, The Lab, from Memphis College of Art as a case study. The Lab was a student-driven design agency that provided SL activities to the students and communities. Most of The Lab's SL activities were funded by the community partners.

scholarly journals Attitude towards Engineering Ethical Issues: A Comparative Study between Malaysian and Indonesian Engineering Undergraduates

2019 ◽  
Vol 9 (2) ◽  
pp. 63
Author(s):  
Balamuralithara Balakrishnan ◽  
Mohamed Nor Azhari Azman ◽  
Setyabudi Indartono
Keyword(s):  
Comparative Study ◽  
Quantitative Method ◽  
Engineering Students ◽  
Ethics Education ◽  
Ethical Issues ◽  
Positive Impact ◽  
Engineering Ethics ◽  
Ethics Course ◽  
Pedagogical Approaches ◽  
Engineering Undergraduates

This investigation reports the outcomes of a comparative study on attitude towards engineering ethical issues between engineering undergraduates of Malaysia and Indonesia. The study was conducted involving 83 Malaysian and 135 Indonesian undergraduates who pursuing their study in engineering programmes. A quantitative method was used in which  a questionnaire was administrated to elicit relevant data. The results of the data analysis showed that the attitude towards engineering ethical issues among Indonesian engineering students was positive and significantly higher than Malaysian engineering students. These findings revealed that various pedagogical approaches for teaching engineering ethics course will have positive impact on students' attitude towards ethics. Therefore, the study findings opens up a new dimension in ethics education which highlighting the importance of teaching strategies in developing the attitude towards engineering ethical issues. This is vital in facilitating in the development of holistic and ethical engineers.

scholarly journals Teaching Professional Integrity: An Empirical Study on Engineering Students

2020 ◽  
Vol 10 (3) ◽  
pp. 98
Author(s):  
Spyridon Stelios ◽  
Alexandros Christodoulou
Keyword(s):  
Professional Ethics ◽  
Engineering Students ◽  
Ethics Education ◽  
Ethical Issues ◽  
Ethical Responsibility ◽  
Technological Education ◽  
Professional Integrity ◽  
Engineering Work ◽  
Student Expectation ◽  
Teaching Professional

In higher education there seems to be a ‘gap’ between the levels of undergraduate student expectation of being confronted by ethical issues in engineering work, and the amount of effective ethics education. Within this context, the purpose of this empirical research is to investigate engineering students’ views on two issues: a) How vital professional ethics are in their field, and b) whether they believe that professional ethics must be a part of the syllabus in their School. Findings indicate that teachers should make special reference to and strongly emphasize in class the value of an engineer's ethical responsibility. Furthermore, they need to spend a number of teaching hours on tackling problems in professional ethics as well as organize conferences, workshops, lectures and discussions, where the main speakers would be experienced engineers and academics. This way the technical and technological education incorporates more the responsibility of building professional integrity that can guarantee the much needed social goods of progress and prosperity, along with safety.

scholarly journals Building A Community Garden: A Collaborative Cross-Disciplinary Academic Community Engagement Project

1970 ◽  
Vol 33 (2) ◽  
pp. 95-115
Author(s):  
Jeffrey Wozniak ◽  
Jeremy Bellah ◽  
Jason Riley
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Operations Management ◽  
Environmental Science ◽  
Local Community ◽  
Academic Community ◽  
Collaborative Cross ◽  
Community Garden ◽  
Survey Results ◽  
Upper Level

Most research concerning service learning discusses the benefits studentsexperience when working on a project; however, for faculty, the challengesinvolved in facilitating the project are also great. We designed a collaborative cross-disciplinaryproject to address two goals: 1) to increase student engagement throughservice learning, while also 2) redistributing the work involved in managing theproject from the instructor to a second group of upper-level operations managementstudents. Specifically, we used the Academic Community Engagement (ACE)pedagogy, which combines community engagement with academic instruction, ina collaborative project between a freshman-level environmental science class andan upper-level operations management class. The project goal for the students wasto research and establish a formal plan for the creation of a community garden inthe local town. The community garden project goal was achieved over the courseof the semester and survey results suggest that we accomplished both of the cross-disciplinaryproject goals. Specifically, many of the students developed a deepersense of connection to the local community and a more tangible idea of how they canserve their communities in the future.

scholarly journals Working Across Disciplines and Chipping Away at Silos with SLCE: An Interdisciplinary Approach to Educating Science and Engineering Students

2014 ◽  
pp. 120-136
Author(s):  
Robert J Swap ◽  
Kent Wayland
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Experiential Education ◽  
Engineering Students ◽  
Interdisciplinary Approach ◽  
Science And Engineering ◽  
Community Partners ◽  
Useful Knowledge ◽  
Entire Process ◽  
Competitive Product

A co-curricular approach to service-learning and community engagement (SLCE) designed to begin breaking through these institutional and personal silos that inhibit exchanges of knowledge between students, faculty and communities, is presented. This approach seeks to create a continuum of engagement and learning for students, faculty, and communities to redirect students and faculty away from the drive to solely produce a competitive product (or trophy) and toward an appreciation of the ongoing process of engagement. To construct this continuum, we draw on the idea of an intellectual apprenticeship. The students in this model serve as the apprentices, while the faculty, along with community partners and other colleagues, act as mentors in a guild of “artisans” dedicated to putting useful knowledge into action. We present the principles of engagement that underlay the entire process (respect, reciprocity and relationship), the stages of the apprenticeship, evidence that supports its effectiveness and challenges to the approach. The goal of the paper is to share the approach with the larger community so that others may borrow what they find useful and add what they believe to be missing to ultimately improve experiential education about SLCE for engineers and scientists.

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